Describe student attention in class (Everyone engaged and learning, Most engaged and learning, Few engaged and learning). Take note what different students are doing while the teacher is talking, while they are supposed to be doing seatwork, and/or when they are working in the lab. Look for a range of behaviors, not just the expected ones. Note especially what is happening furthest from the teacher. Use the various observations to support your assessment.
Student attention in class during my observation was varied this week. During the first block, which begins at 7:30 am, the students acted tired. I noticed much yawning, heads on desks, and two students using their backpacks as pillows. Mrs. P. handed back a homework assignment to review it. During the review, I noticed gum and pen chewing, and also nail biting. (It made me wonder if they'd eaten breakfast!) I saw a lot of stretching. I heard a couple of students engage in "bus driver" talk. One student, sitting in the back of class, had to be moved from his seat to a location away from his 'buddy.' He quickly found a new buddy and was subsequently moved to the front of the room next to Mrs. P's desk. She asked, "Where do I have to move you today to keep you from disrupting class?" He sort of laughed, moved to the front and said, "Yeah, but Zach sits up here." He was less disruptive in the front of the class, but I noticed that he was looking at a clothing catalog. (later on during class, Mrs. P had the catalog.) While she was reviewing homework and lecturing, I noticed students fixing their hair, picking their fingernails, rocking on their chairs, looking out the window, tapping pens and fingers on the desk, knuckle cracking, and of course, talking with neighbors. Two of the boys in class were discussing the football game that night against their biggest rival. After review and note taking, the students were to design an experiment to separate parts of a mixture. The directions were to do this activity individually, and the class text could be used as a resource. As I walked around the classroom, I observed most of the students working together. Many students were not not making much headway, so I reminded them that they could use their text to help them. During the next block, I observed much of the same behavior, but the students seemed a little more social. Mrs. P was having a more difficult time getting through the material. She took about four minutes of class time to do what she calls a "seat shuffle." She asked everyone to get collect their things and stand along the walls the room. She then asked one student to give her a number between 1 and 5. She opened the seating chart program in her computer and clicked the shuffle button twice. This rearranged the students' seating assignments. She then directed them to their new seat.
Although I noticed a multitude of behaviors while Mrs. P was reviewing and lecturing, most of the students managed to remain on task. One student in particular, was able to talk about the big football game while answering Mrs. P's questions correctly. Not only did he answer questions correctly, but he also asked Mrs. P thoughtful questions that expanded the lesson. He may not look like he's engaged in learning but he was on task. It was obvious to me that he had done his homework and he "knew his stuff."
I really enjoyed Mrs. P's seat shuffle because it was a non-judgmental way of moving the students. She didn't disipline anyone in particular but the class, as a whole, understood why they were being reassigned.
Student attention in class during my observation was varied this week. During the first block, which begins at 7:30 am, the students acted tired. I noticed much yawning, heads on desks, and two students using their backpacks as pillows. Mrs. P. handed back a homework assignment to review it. During the review, I noticed gum and pen chewing, and also nail biting. (It made me wonder if they'd eaten breakfast!) I saw a lot of stretching. I heard a couple of students engage in "bus driver" talk. One student, sitting in the back of class, had to be moved from his seat to a location away from his 'buddy.' He quickly found a new buddy and was subsequently moved to the front of the room next to Mrs. P's desk. She asked, "Where do I have to move you today to keep you from disrupting class?" He sort of laughed, moved to the front and said, "Yeah, but Zach sits up here." He was less disruptive in the front of the class, but I noticed that he was looking at a clothing catalog. (later on during class, Mrs. P had the catalog.) While she was reviewing homework and lecturing, I noticed students fixing their hair, picking their fingernails, rocking on their chairs, looking out the window, tapping pens and fingers on the desk, knuckle cracking, and of course, talking with neighbors. Two of the boys in class were discussing the football game that night against their biggest rival. After review and note taking, the students were to design an experiment to separate parts of a mixture. The directions were to do this activity individually, and the class text could be used as a resource. As I walked around the classroom, I observed most of the students working together. Many students were not not making much headway, so I reminded them that they could use their text to help them. During the next block, I observed much of the same behavior, but the students seemed a little more social. Mrs. P was having a more difficult time getting through the material. She took about four minutes of class time to do what she calls a "seat shuffle." She asked everyone to get collect their things and stand along the walls the room. She then asked one student to give her a number between 1 and 5. She opened the seating chart program in her computer and clicked the shuffle button twice. This rearranged the students' seating assignments. She then directed them to their new seat.
Although I noticed a multitude of behaviors while Mrs. P was reviewing and lecturing, most of the students managed to remain on task. One student in particular, was able to talk about the big football game while answering Mrs. P's questions correctly. Not only did he answer questions correctly, but he also asked Mrs. P thoughtful questions that expanded the lesson. He may not look like he's engaged in learning but he was on task. It was obvious to me that he had done his homework and he "knew his stuff."
I really enjoyed Mrs. P's seat shuffle because it was a non-judgmental way of moving the students. She didn't disipline anyone in particular but the class, as a whole, understood why they were being reassigned.